Inherently-keyed graphic drill-problem device.



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INHERENTLY KEYED GRAPHIC DRILL PROBLEM DEVICE.

APPLICATION FILED IUD/8.1918.

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INHERENTLY KEYED GRAPHIC DRILL PROBLEM DEI/ICEt Patented Mar. 11, w19.

5 SHEETS-SHEET Z APPLICATION FILED IULY 8.1918.

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APPLICATION FILED IuLY 8.19Ia.

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APFLICATION FILED IULYEI 1918,

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APPLICATON FIILEDJULY8|19I8.

9%969955. Patented Mar. 11, 1919.

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INHRENTLY-KEYED GRAIIIC DRILL-PROBLEM DEVICE.

Specification of Letters Patent.

Patented Mar. 11, ,1919.

Application led July 8, 1918. Serial No. 248,975.

To all 'whom t may concern:

Be known that I, FREDERICK D. JONES, a citizen of the United States, residing at Alhambra, in the county of Los Angeles and State of` California, have invented a new and useful Inherently-Keyed GraphicV Drill-Problem Device, of which the following is a specification.

This invention relates to the art of education and to didactic apparatus for use in such art in public and private schools and at home; and in fact, wherever it is possible to give practical drill with written problems. The invention is embodied in a novel manufacture consisting of one or more arrangements of printed or written problems of a novel character which involves the principle that some distinguishing order of digits shall inhere in thel answer involved in the numbers written and the process indicated. 1

Each of the arrangements, of graphically produced problems, is constructed with numbers arranged in a predetermined relation indicating a certain problemsolving process, and involving a certain answer, elements of which answer will appear in a delinite order when'the answer is graphically produced, thus presenting to the eye, in the correct written answer, a key that is not likely to occur in an incorrect result.

This invention relates to devices designed for drill work of pupils and other students,

and objects are to `increase the interest of the student, to increase his accuracy, and to minimize mental effort upon the part of the student and of the person vising the work done by the student.

This invention is applicable to arithmetical drill work and is broadly new, basic and pioneer in that itN comprises an educational device provided with a problem, the velements of which inherently involve a result containing elements arranged in an order appearing only at the correct completion of the work, so that by noting whether or not the result obtained exhibits the known order, the student and inspector can instantly determine as to the correctness of the work.

An object is to insure accuracy without consuming time or imposing the mental effort required to compare the students result with a given answer.

So far as .I am aware, there has never heretoforebeen suggested any device correspending to or resembling in any way that which I havev invented in this behalf and which I term a graphically expressed iuherently keyed drlll problem.

The invention includes the graphical drill problem and also a drill sheet provided with a number of theV drill problems; and also includes arrangements of such problems 0n the sheet as will hereinafter'more fully appear. Y

An object is to enable a student to satisfactorily visfhis own problems, subject to a further visingb the instructor, if desired, without any ikelihoodthat the student may use the key for the purpose of An object is to provide a maximum numloer of problems in clear print within a minimum space for practical number drills; and to enable the teacher to see by-a glance at the completed result? without calculationrA and without looking at a separate key, whether o r not the work is correct.

An object of the invention is to provide self-keyed arithmetical drills or problems in which the key is very simple and will enlable the teacher, pupil or other interested f deceiving himself, the instructor, or others.

answer to the teacher for inspection and yet without affording the pupil an opportunity for exercising dishonesty.

An object is to provide a novel system for assuring the pupilas to the correctness of his work and to do this without giving the pupil such opportunity for relying upon the eii'orts of others as -is'aii'orded by placing the answers in the back of the arithmetic vor any other place available to the pupil.

An object is to supply the answer without foretellingit.

An object is to provide means whereby a practically unlimited drill may be given the pupil, so that he may attain accuracy and rapidity without bnrdening` the teacher with any great labor to determine the character of the pupils work.

An object is to provide a number charty by the ,use of whichcontests for accuracy the chart suited to its grade.

Another object is to make provision whereby the vteacher may shorten or lengthen the problems without confusing the key, so

that the work of the pupil may be greatly varied without correspondingly increasing the work of the teacher. l'

' The' invention isv applicable in various ways and I do not limit its application to,

any specific problems and I shall illustrate the same herein as applied to the four fundamental prineiplesof arithmetic, viz., addition, subtraction, multiplication and division.

An object is to aiiord the teacher means by the aid of which he can easily make for the pupil concrete test problems and test Y the pupil with perfect accuracy without expending anyV mental effort to determine the correctness or Aincorrectness of results obj tained by the pupil. An object is toprovide superior accuracy tests for counting machine operators.

Other objects, advantages/and features of novelty may appear from the accompanying drawings, the subjoined' detail description and the appended claims.

The accompanying drawings illustrate the invention. f

Figure 1 isa fragmental view of a chart constructed in accordance with this invention as applied to multiplication and adapted for both oral and written work, the key7 for each written answer appearing in suc answer individually.

Fig. 2' is a fragmental view of a chart analogous to the chart of Fig. 1 and constructed in accordance with the invention as aplplied with multiplication for written work o y.

F'g. 3 is a fragmental View of a drill chart in which the key appears in a related set of answers.

- The solution of one of the problems is shown'- Fig. 4 is a fragmental view. of a self keyed division chart, with answers to the last two problems in the open space below.

Fig. 5 is a fragmental view of a self keyed division chart involving mixed numbers.

on the guide sheath. v

Fig. Gis a fragmental view of a drill shaft constructed in accordance with this invention in which the key is contained in the answers of sets or groups of problems. Some ofsaid answers are shown.

Fig. 7 is a fragmental view of a self keyed subtraction chart, constructed in acl cordaiice with this invention; the' key for the answer being found in such answer, not shown.

Fig. 8 is a fragmental view of a self keyed subtraction chart in which the individual answers a set or grou of 'four are combined to exhibit t e key.-

Fig. 9 is aview of an addition chart constructed in accordance with this'invention and provided with two guide sheaths, the answer key being supplied in a number contained in the problem itself.

Fig. 10 is a fragmental view of a self keyed addition chart in which the individual answers to one set or group of four problems are combined to exhibit the key for'the answers to such. set.V Fig. 11 is a fragmental view of another addition chart in which the key is found in the individual answers of a group of six problems.

Fig. l12 is a fragmental view showing another construction of addition chart with a keyedanswer of the group character.

Fig. 13 is a view of a zigzag answer addition sheet. A i

Fig. 14 isa' fragmental view of a keyed division of fractions sheet.

Figs. l5 and 16 illustrate simple mathematical game sheets for teaching addition and subtraction to beginners.

Referring first to Fig. 1 the inultiplicands a are separated-by the horizontal ruling b and vertical ruling c and are arranged in a group. comprising columns and' lines, the digits of each line being' separated by hyphens d to facilitate the use of the chart `for oral work.

The group of problems is surrounded by columns and rows of multipliers. The numbers of the top row e of the multipliers are in numerical order from 2 to 12, inclusive.

The bottom rowY of multipliers f is made up of the more .diiiicult numbers arranged promiscuously. The columns g. 'and h of multipliers are made up ofv numbers arranged promiscuously.

problemsV The lines e" of problems are `numbered from unity to the full number of lines, the

same being 22 in the instance shown. g

The columns of hyphenated numbers between the column rulings c are provided with indicia j as section X,"section Y andV section Z.

The characters z" and the indicia j alford a referenceby which the teacher can indicate the particular problem to be solved.

Each multiplicand as a', in combination with a multiplier, `as g', noted by the small figure on the left, involves two'elements comprising a multiplicand and a multiplier in horizontal alinement with each other; and these elements inherently involve a result containing elements arranged in predetermined order, determinable only from said incasso .up of the elements 2, 3, 6, 9 as multiplicand and 9 as multiplier, and these elements Vinvolve the answer 21321. In this instance, the predetermined order is that the alternate figures, except unity, increase by one from left to right. The same order is found 1n answers k and c" the alternate key fig-4 .ures in the answer le being 432 and also 78; 'while the alternate key'figures in answer to la are 543 and also 876.

The inspector is only required to note the order of the numerals in each answer and if the predetermined order does not appear, it is at once -known that the answer is incorrect and the pupil may be required to do the work over.

In the problems shown on the chart of Fig. 1, each answer is provided with two series of alternate numbers keying in the 'way just explained.

The system is' not limited to applying the key by means of numerals in alternate succession, nor to the numbers increasing in any one particular direction; care being taken, however, that the keys for any chart shall be uniform throughout the problems of such chart so as to avoid confusion. The 'form that I have shown, however, is the form that I consider thoroughly practical. Other practical forms of the chart are shown in succeeding views.

In Fig. 2 the cross-index isfmade up of the indicia i and j, and the problem .is made up of the multiplicands a and multipliers The answer k2 is made up of the two sets of alternate numerals 987 and 12, the one set decreasing from left to right and the other set increasing from left to right. In the answer 7c3 the alternate numerals 9876 of one series and 543 of the other series of the key decrease by unity from left to right.

In Fig. 3 the individual problemis made up of rows of multiplicands a2 and rows o f multipliers b2, resulting in rows of individual answers o2 of the problems made up of the superposed multiplicand and multiplier. The individual answers 02 of any row of four problems in this chart are 1n predetermined relation to each other; the alternating answers 02 differing from each other Aby 2; as 25, 27, and 30, 28; the elements of the first series 25, 27 increasing from left to right and the elements of the second series 30. 28 decreasing from left to right.

In the -answers c3 the alternating series 20, 22 and 16, 18 both increase from left to right. f

This alternate and alternative increasing and decreasing of the numbers or numerals going to make up the answers, being under the will ofthe constructor, enables him to add variety to the examples thus to make it impossible to foretell the answers, although as soon as all the answers fora series of problems are produced by the person doing the practice work, the correctness or incorrcetness of the series of answers is positively detern-iined.

In Fig. 4 the quotient as at c* is made up of two series of alternate figures as 876 and 234 for the problem pointed out by the inl dicia, line 3, section A, and (354 and 432 in line 3, section B.

In Fig. 5 the quotient (l2 is made up of two series of alternative figures 345 and 23 for the problem pointed out by the indicia .5, section D, and so on throughout the whole chart.

In the chart shown in Fig. 6 there are four series of alternate quotients or answers in each completed line. For example, the series e2 includes quotients 3, 4, 5; the series e3 includes the quotients 9, 8; the series f2 includes the quotients 4, 5, 6; and the series f3 includes the quotients 3, 4. The quotients of the related series are distinguished by adjacent markings. Thus the quotients of the series e2 and e3 are distinguished by the division indicating parentheses 0*; thelrelated quotients f2, f1*- are adjacent the equals mark f4 and the quotients of the lseries f3 are set olf from the quotients of y by inclosure in parentheses f5. By these markings e, f4 and f5 the eye is readily directed to the key figures of any series. The quotients 3, 9, 4, 8, 5 are seen to be related because they stand within 4the parentheses et. Quotients 4, 3, 5, 4, 6 are seen to be related because they follow the equals mark f4; and the quotients f3 inclosed within the yparentheses are dis tinguished from the quotients f2 not inclosed by parentheses. By these various markings, when a sheet of problems is completed, the eye of the inspector may observe at a glance any set of related quotients without confusing with any of such quotients any of the quotients unrelated to such set.

In this form of chart a condensed form of problem is employed including in the first instance a permanent dividend l", a perinanent divisor 1g, and a first quotient e2 derived from said dividend and divisor. This first quotient for each first problem is placed by the student in a vacant space g2 prepared therefor above the first divisor 1g, and these quotients throughout any line of problems are thus arranged in a line and the quotients of each line are arranged in two series, e2 and e3 of alternate quotients as above set forth. These 'quotients 'areused as divisors for an upper set of problems which are supplied with the new dividends 1f.

coi-ding to the' method above exemplified for multiplication and division, and in accordance. with the construction of the problem.

' In Fig. S-the remainders h4 from the lines of minucnd m aud the subtrahend s, decrease from left to right in two alternate series as (i, 7 and 4, 3. The column of subtrahends t exhibits the results set down by the pupil and indicated by the characters making up the problem. Y

In the additionchart shown in Fig. 9, the .elements .which go to make up the problem are arranged in problem columns as indicated b v the indicia. j?, as section D, section E, sect-ion F, etc., and each problem column is set oil' into group problemscomprising at least three members as m, n, o of said problem extending horizontally across the chart and orderly disposed one above another. Any desirable number of lines and columns of problem numbers may' be provided on the chart: The alternate problem numbers of each column are 'provided v, with a number character g as A, B, etc. Twov movable guide sheaths u and o extend horizontally across the chart. and the left and right margins of the charts are provided with graduations 'w arranged in pairs, the graduations lw being arranged just above numbers which are horizontally alined with each other. The graduations lw are arranged in a line with alternate horizontal spaces of the chart which separate the lines of numbers of the problem. The number characters Q on the left margin of the chart are placed under the graduations lw respectively and are employed to indicate results from the addition of any column of numbers within the section, the length of said column being Vdetermined by the graduations marked fw below the number character g. i

The sheath u is provided with a cut-off to determine the length of such column without confusion and in Fig. 9 -is setl at the graduation marks fw immediately below the initial number character g.

In this construction Aof the chart the initial number characters g are the upper case letters A, 13, etc., the value f each letter being determined by its position in the alphabet, A thus representing the numeral 1; B, the numeral 2, and so on.

Consequently, in reading the answer deter-v mined by the upper sheath u in Fig. 9, the character B is read as the initial number 2 of the answer 272,635. In like manner the answer indicated in section E is 267,584 and that in section F is 245,342. Asrthe slide u is moved down the addition performed above such slide will give the amountindicated by the character numerals C, E, F777 G,Y 44H77, etc., and the permanent numbers 'which they initial, respectively. l

The initial numeral characters at the right ofthe margin of the chart'indicatc the answers resultin r from .adding the column. numbers from t e bottom of the chart to the lower edge of a sheath-,adjusted for cutting off the top of the columns instead'of the bottom. For this purpose the lower A:sheath 'v is removed\or shoved up.

The answer completing numeral characters g in the right margin of the chart shown in Fig. 9, increase from the bottom of the chart upward and indicate, respectively, the initial numeral of the answer number of each section which is in line with suchnumeral character. The answer numbers thus indicated are the sums ofthe numbers in the colunms respectively from thebottom o f the chart, to and including the number immediately` above such number answer. Y

Thus in Fig. 9 the character H in each margin indicates an initial numeral 8; and when such numeral is placed before the number in section D alined with the numeral character H located in the left margin of the chart; said character H makes the answer number read 856,453, which is the amount obtained by adding allof the numbers found in the columns of section D from the top of the column to and includ ingthe number 0 immediately below the line in which said left hand character H is'located. In section E the answer not directly shown, but capable yof being read is 864,534, and in section F, the answer is 837,281.

The answers indicated by the initial character H of the right margin are 823.121 for section F, 840,313 for section E, and 831,202 for section D. These three answers are the amounts, respectively, obtained by adding the numbers in the columns respectively, from the bottom up to the lower edge of the upper sheath u which is practically at the graduation marks w one line higher than the line in -which the right hand character H is located. For setting oii' the columns to be added for obvadditions of the three columns and may note the alternating key numbers of his answers before submitting his work to the yinspector. 0

Thekey to these produced answers involving the initial number character is not for the student.

The inspector having theY key involved in the initial key` characters g, g may read the answer numbers independently of any addition process and may use said an lw thereabove.

swers advantageouslyv in framingtest problems not found on the chart.

The student will usually not be given any key except that aorded by the increasing or decreasing alternating gures in the amounts obtained by his own work.

1n) order to increase the number ofA roblems available on the chart, additional initial numeral characters y and .a are provided in separate intermediate columnar spaces y', 2'; the one reading downward in' regular yalphabetical order, and .the other reading upward in like order.

These initial numbercharacters y, z, are.4

lower case letters to distinguish them from the upper case letters g, g at the left and right margins and indicate the initial numeral of the answers respectively corresponding to theamounts of separated portions of the column in section D, section E and section F, respectively, when measured upward from the foot-markings 'L02 and downward from the head-markings fwa.

In order to determine the amount obtained by adding the numbers found between the sheaths u, 'v, without doing the work, the lower sheath will be placed with' its upper edge at the foot marks wz, and the upper sheath will be placed with its lower edge at the appropriate graduations rlhe answers vmayl then be read by the inspector without the performance of any work of addition, by simply noting the initial numeral indicated by the lower case letter in the column in which such lower case letters read upward in By placing the lower edge of the upper sheath at the head marks w3 the answers may be read by use-of the I,lower case letters reading downward in alphabetical order; thelower sheath, in this case being shifted and placed with its upper edge at the appropriate graduation marks w. rIhe required answer in each case is found in the line of the highest letter, in alphabetical order, of the descending lower f case column of initial number, characters y. That is to say; by reference to the lower case initial number characters y2 the problem will be determined by the numbers contained between the foot-marks'w2 and the number immediately above the line containing a number character y2 in the right hand column `of lower case letters. Said right hand column readsv from the bottom y up and the letters bear a value corresponding to the alphabetical position of the letter. Thus the sum of all the numbers in section D between the sheaths rwand 'v is 531,202; in section E it is 540,313 and in section F 523,121, and so on.

In order to use the column y of number characters the lower edge of the upper sheath u will be set at the headmarks w3.

Then the answers will be indicated by the descendin column of lower case letters. Thus if lt e upper sheath u were set with its lower edge at the head marks w3 andthe lowe' sheat were sei-with its upper edge at t e In Fig. 10 each line h5 of individual ani swers for any series is made u of two series ln Fig. 11 the answers h vary in orders l' of 2.

1n Fig. 12 the series of alternate answers 16, 15, and 14, 13 differ by a diflference of 1 in the line at if.

Figs. 10, 11 and 12 give illustrations respectively of ltwo-number column, threethe key-word of this cipher being precaution, so that the characters pe indicate 13 as the tsum of the characters 4342. ln the next to top line the characters rp indicate' the answer 21 as the sum of the line addition of characters 7 563, and so on.

The characters az' inthe line of answers A16, 14, 15, 13 indicate that the sum of the answers shown in the Vfooting line equals 58.

In theanswers indicated on the chart shown in Fig. 9, the samey alternate key system prevails throughout, that is to say, the answer Vnumbers run in alternate series; as 7, 6, 5, and 3, 3, in the answer for the addi-- tion above the sheath in section'D. The

initial numeral 2, for completing the answer is not shown, but is indicated by the letter B. The initial numerals thus indicated do not ordinarily key.

It is thus seen that the keys are supplied within the answers by digits arranged in an order that is recognizable and that may be increasing either from left to right or from right to left; and that the incremental factor may be any convenient number as 1 or 2. This increment may apply to any series of the numerals but it is deemed most desirable to have the number constituting the completed answer, to involve two series of digits; the digits of one series being arranged in alternation with the digits of the other series and each increasing along the number by an increment that is uniform within the series.

The chart ofFig. 6 is provided with permanent figures or numbers and markings, as the permanent dividends 1e and 1f, and permanent divisor 1g,'and the order of arrangecorrectness of the answer does not appear until one entire line of problems has been solved and the answers written in their due order on the chart."

The permanent numbers and marks as at a e', a alla e", a2: b2 d4 Z55 du: dll: d8a le: 1:7 647 LZ ha m 89 m m, m2, w w23 etc', throughout the entire series of cards are carefully calculated to involve in each graphically expressed problem an answer which, when written, will afford a graphical key to establish either the correctness or incorrectness of the work and instantly recognizable so that the inspector can properly vis the work without conning the problem or even the answer.'

That vis to say, by this invention it is made unnecessary for the teacher inl charge of a school to con any part of the results ofv the work done by the pupils, then absence of the known order of which must appear in the correct answer indicating the presence of an error which the teacher may at once 'check and give direction for rewo-rking.

It is to be particularly noted that in the preferred form shown in the drawings the answersfinvolved in the various problems presented on the different cards or sheets. -are made up of digits in orderly arrangement and that the orderly digits in the answers increase and decrease from left to right in some instances and from right to left in other instances, and that one set of' alternate digits in one answer may increase from left to right along the answer while the other set of alternate digits in such answer may increase from right` to left along the answer. In other instances both may increase from right to' left along the answer; and in still other'instances both may increase from left to right along the answer. The order in one answer is purposely made dill'erent from the order in another answer.

The-order and the difference of increase and decrease 1s made-.varlable 1n the answers so as to eliminate the possibility of self-de-v ception, either unconscious or intended and to prevent the student from forecasting the answer from an incomplete result. I

In Fig. 13 the 'answers are zigzag being contained in two parallel lines of figures which go to make up, that is to say, that constitute a part of, the problem. For example, the answer'to the problem given by placing a paper at the lin'e w just-abovev c is found by initialing the number with 2; the value of B and then zigzagging from the number in line B to and from the number in the line just above C. Thus 283746.' The answer may thus be readable by the teacher who'has the secret key and may be proved by the pupil who is informed of the self key of the answer. That is to say, when the Lpupil has solved the problem the key numerals 8-1-6 and 3 4 assure him that his answer is correct; but, the teacher, having the secret zigzag key is able to know at a glance the answer to any problem before making the addition. The increment -of the key may be ,changed to add interest and increase the mental activity and the independence of the pupil without disturbing the secret keying of the problem and to this end the unit digit may be thrown out of key by one or more. Thus, in the .problem at line D of section A in Fig. 13 the problem l involves the answer 316254 which is found by zigzagging from line C to and from the line just lbelow but only exhibits the key numbers 1-2 and 6 5 For the purpose of completing this key so as to inform' the teacher, or the pupil if so desired, the line w at D is supplied with an indicator in the form of a dot r which indicates that the units digit of the'answer is raised by unity above the key order, and that the units digit is'two greater than the hundreds digit; the answer in this instance being 3116254. The same principle is exhibited at the line K at left margin where the answer indicated at "line J at the left and the line just below, is

The like indication may be used in addition from or to the bottom. The dot 7 below the line at L in the right hand margin shows that. the indicated zigzag answer is 1121305; the key'in line K being 2-3-5 instead! of 2-3-4, the regular order.

AA. convenient way to use the addition cards is to place a book or card l.just above -or at the line below which the addition is to be made. This sets off theproblem for the time being. For example, "placing a book with its lower edge at the line I, found in the right hand margin, gives 827,365 the the columns answer spaces a3, a4, a5 to re- :ceive answers a, a", a8, respectively.

The lines answers a6 at the ends of the lines when treated by the process pertaining to the problem, give the check or key answer as, and' this is true with the column answers a7 at the bottoms of the columns. f

This arrangement is shown as applied in addition, subtractibn, and multiplication. Y

See Figs. 10,112, 8 and 3.

In Fig.` 14 the problems are arranged in lines andi columns and in vgroups 14a, eachv of which groups Yconsists of printed elements as follows :-a lower dividend 14", an upper dividend 14, the lower parenthesis 14d, the known divisor 14 for the lower dividend 14b and the upper. parenthesis 14. The parentheses or division indicators 14f and 14d are arranged, one above another, and the'known divisor 14Bis arranged on the opposlte side of theparentheses 14c1 from the lower divideud 14. The groups also contain the equals sign 14g at the right of the upper dividend.

The pupils key is in the final quotlents that are derived by the pupil and s et 1n the blank quotient spaces 14h immediately following the equals sign and the pupils key is in' such inal or derived quotients; the problems of each'group being so constructed that the adjacent iinal quotients of each line will diifer from each other by two.

The problems are solved in each group by dividing the lower dividend by the lower divisor and placing the quotient at the left of the division parentheses 14f. The first quotient constitutes the divisor' for the up-` per dividend, the division of which by such divisor produces the inal quotient, that 1s set down by the pupil in the appropriate i space 14h. When all of the problems 4of any line have been solved'properly, the iinal quotients exhibit the key that proves the correctness of the work. To this end the adjacent final quotients of anyline of the whole number problems differ in one or the other direction by two.

IThe teachers key in these groups is found in the relation between the two rinted dividends 141 and 14c which establishes the key ratio. The first dividend quotient 14k is of the same ratio to the upper printed dividend 14c as the second derived quotient 14h is to the printed divisor 14. and such ratio lis the same as that between the printed dividends.

In the lines of problems containing fractions, the denominators m14, of the fractions in the nal quotients, key in the same manner as the whole numbers in the other iinal quotients. f

In Fig. 15 the problem sheet is constructed as a gamefor small children. In some of the inclosures or pens im there are marks on c to represent the pigs, and there are also numeral vcharacters dfn corresponding tothe numbers of pigs in suchV inclosures. The numerals da are arranged to form a line of numbers, the elements of which are arranged to produce the tail column of answers fn, and the columns y'of such numerals da are arranged to produce the foot line of column answers im. The answers in the foot line of column answers 7m are adapted to combine to form the key number as, which `is also the result obtained by adding the "column of line answers fn. The line of column answers mcontains the key which in this instance is made up of digits the alterynate ones of which differ by one, as 4, 5 and 6, 7, while the final answers as are key numbers that differ by 2, as 10, 12.

In F1 g. 16 the problem sheet is constructed the same as in Fig. 15 but v the numbers are arranged for subtraction. The minuend and subtrahend 7m are arranged in the pens Im, and the remainders pn and gn form new minuends and subtrahends to form new remainders that constitute the key numbers as. The line remainders fm, as well as the column remainders pa, gn produce the com- Avthe observation of the pupils rather than to the detection of errors; and that reater enthnsiasm, interest, attention, con dence and satisfaction upon the part ofthe pupil is secured, thereby lightening the labors of both pupil and teacher and gaining more rapid and effective progress.

It is thus seen that the invention .is adapted to wide and various application and that it may be employed in both abstract and concrete test and practical problems of all kinds where numbers or their equivalents appear in the answers; and that'4 it is thus made possible to place text books and the ,like on the substantial basis of accuracy which is attainable only by establishing and proofing the answers to the problems respectively, and that thel instructor is relieved of the overwhelming task of working the problems and at the same time does not give thestudent any aid to dishonest work nor deprive him of the sense that he is regarded as worthy of confidence; but ou the contrary gives him a zest and an incentive that keeps the mind active, resilient and responsive to the work. p

-Various methods of use in specific cases may present themselves to the practical educator and I do not limit the invention to the speciiic forms or uses illustrated herein but may extend the practice of the invention indefinitely within the scope of the appended claims. V I olaim:- y

LA keyed educational device provided with a graphical problem the elements of which inherently involve an answer containing elements arranged in a predetermined order and calculated to be made visible by the correct written answer for the purpose of enabling inspectors to properly vis a students work without reading a separate= answer.

2. -An inherently keyed drillv ,problem sheet comprising numbers arranged in a predetermined relation which indicates certain problem-solving processes and involves a pertain answer, elements of which will appear in a definite order when the answer is complete; forl the purpose of presenting to the eye of an inspector a key in the correct answer which is not likely to occur in an incorrect result.

3. An inherently keyed dri'll problem sheet comprising numbers arranged in a predetermined relation which indicates certain problem-solving" processes and involves a certain answer, elements of which will appear in a definite alternating order when the answer is complete; for the purpose of presenting to the eye of an inspector a key in the correct answer which is not likelyl to' occur in anl incorrect result.

4. A numerical problem chart containing problems comprising numbers arranged to indicate a common mathematical operation for the problems; said numbers being prearranged to involve answers the numerals of which answers, 'when written, present to the eye an order of arrangement common to said answers; so that an inspector of the work may satisfy himself of the correctness of the same by simply noting the order and without conning the numbers making up the answers.

5. An educational device provided with 'a problem, the elements of which inherently involve an answer containing alternate elements arranged 1n an order which is determinable from said answer when written.

6. An educational device provided with a problem, the elements of which inherently v involve a result containing .alternate elements arranged in an order determinable only from said result.

7. An educational device, provided with groups of prob1ems,'the elements of which inherently involve results containing alter` nate elements arranged in an order'determinable from all said results.

8. An educational device, provided with groups of problems, the elements of which inherently involve results containingl alternate elements arranged in an order determinable only from all said results. y

9. An educational device, provided with groups' of problems, the elements of which inherently involve results containing elements arranged in an order determinable only from all said results.

10. An educational device, provided with a problem, the elements ofwhich inherently involve an answer containing elements arranged in an order which is determinable from said answer when written.

11. An educational device, provided with involve a result containing elements ar ranged in an order determinable only from said result.

. 13.' A problem sheetY provided with Y columnar sections of numbers going to make up the problem, the numbers in the sectionsv being in columnar form and also in horizontal lines, index characters applied to the separate columns of figures in the problem columns, and other index charac-v ters applied to the .horizontal lines of numbers and indicating respectively numerals to be prefixed to the columnar numbers in the line in which the index character appears.

14. An arithmetical problem sheet comprising numbers and marks indicating mathematical processes and involving an answer containing alternate digits increasing along the answer by a common incre-4 ment.

. 15. A problem sheet comprising numbers arranged in columnar sections, in horizontal lines, and in a plurality of digit columns; in dex characters for the sections; index characters for the digit columns; an index character for the horizontal lines, the numbers answer having an order of digits which increase in one direction.

16. A drill problem sheet provided with a plurality of sections containing problem columns of numbers arranged in superposed lines; the numbers -in said'lines being horizontally alined with each other; graduations to indicate cutting olf a set of problems the elements of which problems involve answers, the digits of which answers increase in regu lar order along the answer.

17. A drill problem sheet provided with a plurality of sections containing problem columns of numbers arranged in superposed lines; the numbers in said lines being horizontally alined with each other; graduations to indicate cutting oi" definite problems, the elements of which problems involve answers, digits of which answers increase in regular order along the answer-in alternation .with other digits of the answer.

18. A drill problem sheet provided with a plurality of sections containing problem columns of numbers arranged in superposed lines; the numbers in said lines being horizontally alinedwith each other; graduations to indicate cutting off definite problems; the

elements of which problems involve answers wise arranged to increase along the numbers by a certain increment.

19. A drill problem sheet provided with a plurality of sections containing problem columns of numbers arranged in superposed lines; the numbers in said lines being horizontally alined with each other; graduations to indicate cutting @if definite problems, the elements of which problems involve answers the digits of which answers increase in regular order along the answer; a number above the first number, thus cut off; the same being provided with numerals measurably indicating the orderly answer involved in the numbers above said graduations.

20. A drill problem sheet provided with problems, the elements of which involve answers in which alternate digits increase in one or another direction with a denite in crement and in which sheet the direction vot increase in the delinite answers is vari able.

21. A problem sheet provided with problems containing elements that involve answers for the problems respectively in which the alternate digits in one of the answers increase from right to left with a denite increment and the other digits increase from ieit to right with a definite increment.

22. A self keyed drill problem device of the character set forth in which the answer is made up of digits arranged in zigzag relation in two parallel numbers that go to make up the problem of such device.

23, A self keyed drill problem device of the character set forth in which the answer is made up of digits arranged in zigzag relation in two parallel numbers thatgo to make up the problem on such device; said answer digits being in orderly arrangement along the answer.

24. A self keyed drill problem device of the character set forth in which the answer is made up of digits arranged in zigzag relation in two parallel numbers that go to make up the problem on such device; said answer digits being in orderly arrangement along the answer; said answer digits in one of the numbers increasing by a common difference along the answer and said answer digits in the other number increasing by a y common di'ei'ence along the answer.

in testimony whereof, I have hereunto set my hand at Los Angeles, California7 this 3d day of July, 1918.

FREDERCK D. JONES. Viitness JAMES R. TowNsnND. 

